Depth of Knowledge – Going Deeper Into Your Content with ALL Students David. A Johnson Social Studies Consultant Northern Michigan Learning Consortium David.email@example.com June 2013 Welcome! Introductions Overview of the day Turn and Talk – What do you hope to leave today equipped to do? The Top Questions So Far… Isn't Smarter Balanced just an ELA and Math test? How will the NGSS and C3 Framework come into play? So the MEAP, MME, and ACT are going away? Isn’t the Common Core going away? I heard that the legislature… What else??? An Honest Assessment of Skills Step 1: Do a gallery walk through your content area (or closest match…special area teachers) Step 2: Return to your seats – What did you notice? What skills were being asked? How nervous are you? Step 3: Grab a sticky note. Place one sticky note on each poster in one of three locations: (Bottom left: Piece of cake, bottom middle: One or two students might struggle, but for the most part they’d be okay. Bottom right: Generally, most of my students would struggle with this. What does the data we have just collected tell us. Pre-Break Activity Pick one item from the gallery walk and look at the DOK handout. Quickly look at your performance task as well as the handout, and rank where you believe the task falls in terms of DOK. Give a sentence or two explanation of why you selected the level you did. Learning Targets "I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels" “I can explain the attributes of each of Webb's DOK levels" Purpose Purpose in studying DOK: To ensure instruction and assessment match the depth of knowledge in our standards. Cognitive Demand "I can recall what Webb's DOK is." Why Depth of Knowledge • Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB) • To ensure that teachers are teaching to a level that will promote student achievement "I can recall what Webb's DOK is." DOK is NOT… • • • a taxonomy (Bloom’s) the same as difficulty about using “verbs” "I can recall what Webb's DOK is." It’s Not About the Verb • The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required. "I can recall what Webb's DOK is." Verbs are not always used appropriately... Words like explain or analyze have to be considered in context. • “Explain to me where you live” does not raise the DOK of a simple response. • Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting. "I can recall what Webb's DOK is." DOK is about what follows the verb... What comes after the verb is more important than the verb itself. Analyze the accuracy /placement of the steps in the flowchart of “How a Bill Becomes A Law” The student can be taught the process by which a bill becomes a law but it doesn’t provide the evidence that they can explain each step "I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels” Same Verb – Three Different DOK Levels – Social Studies Level 1 Describe a core ideal of American society Level 2 Describe how peoples’ point of view may differ on a core ideal of American Society Level 3 Describe how peoples’ misconceptions about American Core ideals causes conflict over the role of government in American Society Same Verb – Three Different DOK Levels – Science Level 1 Measure temperature of water Level 2 Measure temperature of water at different times/places Level 3 Measure temperature of water at different times/places to develop a scientific model that accounts for the temperature variations. Same Verb – Three Different DOK Levels – Mathematics Level 1 Compare prices to destinations and identify the lowest price. Level 2 Compare and contrast the price of airline tickets from multiple airlines to the same destination. Level 3 Compare prices to research and recommend a travel plan that includes the best price in airfare, hotel, and rental car accommodations. Justify your answer. Same Verb – Three Different DOK Levels – ELA Level 1 Explain what a Simile is. Level 2 Explain how a simile is alike and different from a metaphor. Level 3 Explain how similes and metaphors can enhance a reader’s understanding of a text. DOK is about intended outcome, not difficulty. DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product. • For example: Students could recall the date of the signing of the Declaration of Independence • Students could also recall the parties involved in signing the Declaration of Independence • Students could also recall the opposition to the signing of the Declaration of Independence. "I can recall what Webb's DOK is.” "I can recall critical characteristics of each of the four DOK levels” DOK is NOT about difficulty • Difficulty is a reference to how many students answer a question correctly. Words below taken from the Declaration of Independence “How many of you know the definition of dissolve?” DOK 1 – recall If all of you know the definition, this question is an easy question. “How many of you know the definition of evinces?” DOK 1 – recall If most of you do not know the definition, this question is a difficult question. "I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels” DOK IS about Complexity • The type of thinking and application of intended student learning outcome determines the DOK level. • Every CCSS has been assigned a DOK level for SBAC • Instruction and classroom assessments must reflect the DOK level of the objective or intended learning outcome. "I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels” Quick Quiz 1) What is the relationship of verbs and Depth of Knowledge? 2) What is the difference between difficulty and complexity? Turn and Talk…Discuss your answers with your partner… "I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels” Why are we studying DOK? • Provides a scale of cognitive demand (thinking) with which to align standards with assessments • Defines the “ceiling” or highest DOK level for a CCSS • Guides item development for SBAC "I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels” Webb’s Four Levels of Cognitive Complexity • • • • Level 1: Recall and Reproduction of Information Level 2: Basic Reasoning (Skills & Concepts) Level 3: Strategic Thinking/Complex Reasoning Level 4: Extended Thinking/Reasoning “I can explain the attributes of each of Webb's DOK levels" AB Each Teach Group #1 – Read and summarize Level 1 and 2 Webb DOK Group #2 – Read and summarize Level 3 and 4 Partner A reads one level; partner B reads the other level; Teach one another and generalize each level with supporting text Be prepared to report out Level 1 – Recall and Reproduction • • • • • • Recall elements and details of story structure such as sequence of events, character, plot, and setting. Conduct basic mathematical calculations. Label locations on a map Represent in words or diagrams a scientific concept or relationship. Perform routine procedures like measuring length or using punctuation marks correctly. Describe the features of a place or people “I can explain the attributes of each of Web's DOK levels" Level 2 – Skills and Concepts • • • • • • • Identify and summarize the major events in a narrative. Use context cues to identify the meaning of unfamiliar words. Solve routine multiple-step problems. Describe the cause/effect of a particular event. Identify patterns in events or behavior. Formulate a routine problem given data and conditions. Organize, represent, interpret data. “I can explain the attributes of each of Web's DOK levels" Level 3 –Strategic Thinking/Reasoning • • • • • • Support ideas with details and examples. Use voice appropriate to the purpose and audience. Identify research questions and design investigations for a scientific problem. Develop a scientific model for a complex situation. Determine the author’s purpose and describe how it affects the interpretation of a reading selection. Apply a concept in other texts. “I can explain the attributes of each of Web's DOK levels" Level 4 – Extended Thinking • • • • • Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/solutions. Apply mathematical model to illuminate a problem or situation. Analyze and synthesize information from multiple sources. Describe and illustrate how common themes are found across texts from different cultures. Design a mathematical model to inform and solve a practical or abstract situation. “I can explain the attributes of each of Web's DOK Check In: What questions, comments, or concerns might you have about the content we’ve covered? Do you still agree with the DOK level you assigned to the sample prompt this morning? Provide justification for your answer. Directions for Practice Activity You are about to see several statements without a DOK level assigned. FIRST: Individually, rank each statement. SECOND: Take a moment to discuss each statement in your table groups. THIRD: We will discuss as a whole group. Practice Describe the physical features of a place . 1 a problem, identify solution paths, solve the problem and report the results. 4 Specify cause-effect of historical events . 2 or evaluate the effectiveness of literary elements (plot, setting, conflict, point-of-view…). 3 Explain Analyze Identify and summarize the major events, problem, 2 solution, conflicts in a literary text. Using a graph, predict how many teeth would be lost 3 by all the 2nd grade classes in your schools and justify your answer. • Locate or recall facts found in text . • Gather, analyze, organize and interpret data from multiple (print and non-print sources) to draft a reasoned report . • Analyze and explain multiple perspectives or issues within or across time periods or events . 1 4 4 • Compare desert and tropical areas . 2 • Identify and summarize the major events, problem, solution, conflict in a literary text . • Research and design a system to lift heavy objects using the conversion of electrical energy to mechanical energy. Build a prototype of the system using materials found in the classroom. • Critique, compare, and contrast pieces of music from the Baroque and classical periods. 2 3 3 Collaboration Elementary group – Tomorrow’s Focus Middle School group – Tomorrow’s Focus Focus on literacy (reading and writing) and lesson development design with a greater DOK that will impact instruction. Designing lessons and instructional practices wrapped around the UDL Concepts to impact DOK High School group – Tomorrow’s Focus Develop assessment questions and format designed to impact DOK Use your remaining time today to discuss the following question in your groups: As we get together tomorrow to work collaboratively, we are going to need some more information/resources on… What changes in instructional focus and practices are needed to “go deeper?” Works Referenced Portions of this presentation adapted from Measured Progress presentation © 2011 Portions of this presentation adapted from WexfordMissaukee ISD Curriculum Review (ELA) 2011-2012 Portions of this presentation adapted from Empowering SS Teachers for SMARTER Balanced Assessment 2012-2013. Dave Johnson, Lindsay Brindley, Rebecca Bush, Marshall Collins, David Hales, Lena Nemeth, Roy Sovis, Cheryl Wyatt.